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Brown v. Board of Education
The Supreme Court ruled that school segregation by race was unconstitutional, even if resources were allotted equally. This was the first time the federal government had advocated for students who experienced inequality and prejudice at school. This court ruling set the path for future legislation for individuals and students with disabilities (Bos, Schumm, Vaughn 2013). -
The Department Public Welfare v. Haas
The Supreme Court of Illinois ruled in favor of excluding students with disabilities from a public school education. The court maintained that the state's compulsory education laws did not require a "free public education for 'feebleminded' or to children who were labeled 'mentally deficient' and who, because of their limited intelligence were unable to reap the benefits of a good education" (Bos, Schumm, Vaughn 2013). This event shows how the goal of inclusion still had a long road to go. -
Educational Amendments Act (Public Law 93-390)
This act grants federal funds to states for programming for exceptional learners and provided the first federal funding of state programs for students who are gifted and talented. This act also grants students and families the right of due process in special education placement (Bos,Schumm, Vaughn 2013). -
Education of the Handicapped Act Amendments (Public Law 99-457)
This act was known as the mainstreaming law, requires states to provide a free and appropriate education to children with disabilities ages 5-18, and requires individualized education programs (IEPS). This act was first defined as "least restricted environment" (Bos, Schumm, Vaughn 2013). -
Education of the Handicapped Act Amendments (Public Law 99-457)
This act requires states to extend free and appropriate education to children ages 3-5 with disabilities. It also establishes early intervention programs for infants and toddlers with disabilities, ages birth to 2 years (Bos, Schumm, Vaughn 2013). -
Americans with Disabilities Act (ADA) (Public Law 101-336)
This act prohibits discrimination against people with disabilities in the private sector and protects equal opportunity to employment and public services, accommodations, transportation, and telecommunications. This act also defines "disability" to include people with AIDS (Bos, Schumm, Vaughn 2013). -
Individuals with Disabilities Education Act (IDEA) (Public Law105-17)
This act requires that all students with disabilities continue to receive services even if they have been expelled from school. It also requires schools to assume greater responsibility for ensuring students with disabilities have access to gen ed curriculum & allows special education staff to assist gen ed students. It requires a gen ed teacher to be a member of the IEP team & requires students with disabilities to take part in statewide & district wide assessments (Bos, Schumm, Vaughn 2013). -
No Child Left Behind Act (NCLB)
This act improves performance of elementary and secondary schools by increasing school, district, and state accountability for all students, including those from minority populations and those with special needs. It also provides more flexibility in how states use federal funds as long as standards of accountability are met and offers school choice for students enrolled in failing schools. Last, it implements early reading interventions (Bos, Schumm, Vaughn 2013). -
Individuals with Disabilities Education Act (IDEA) (Public Law 108-446)
This act allows districts to use RTI for determining whether a child has a specific learning disability and no longer reqires that a child have a severe discrepency between achievement in intellectuability ability to qualify. It also increases funds to provide early interventions, eliminates of short-term objectives in an IEP, raises standards for SPED licensure, and is designed to prevent the disproportionate representation of students in SPED by race and ethnicity (Bos, Schumm, Vaughn 2013).
